By Shriver L. Coover

Starting blue print analyzing

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Extra info for a first course of drawing and blueprint reading

Sample text

They do not all share a formal diagnosis of ‘dyspraxia’ either and this is significant in terms of the power/knowledge discourse and concepts of labelling. This challenges the assertion of the legitimate and authentic voice as one that is defined only by those with the authority to identify differences as individual and medical deficits. The choice of participants is an active one that creates a challenge for the research but this reflects an aim to embrace the complexity of definitions of this field of inquiry and to contest accepted definitions of ‘clean’ samples in order to acknowledge the messiness of categorising lived experience.

Again, the plot features of breach and exception were significant but on this second transcription the form that the narrative took became more significant, where the form and structure of the telling informed the definition of a breach in the story. The narrative extracts are represented as ‘cleaned’ text but I have applied Riessman’s use of line separation to indicate pauses and disfluences to assist in identifying where the form of the text supports breach and exception in the subject content.

They do not all share a formal diagnosis of ‘dyspraxia’ either and this is significant in terms of the power/knowledge discourse and concepts of labelling. This challenges the assertion of the legitimate and authentic voice as one that is defined only by those with the authority to identify differences as individual and medical deficits. The choice of participants is an active one that creates a challenge for the research but this reflects an aim to embrace the complexity of definitions of this field of inquiry and to contest accepted definitions of ‘clean’ samples in order to acknowledge the messiness of categorising lived experience.

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a first course of drawing and blueprint reading by Shriver L. Coover


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